Face issues in second language teaching via videoconferencing: the role of smile as a co-verbal semiotic resource
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2021
- ISIDORE Id: 10670/1.b1b278...
- hal: hal-03466438
info:eu-repo/semantics/OpenAccess
Mots-clés
socio-affective skills online language learning/teaching facework multimodal analysis smileSujets proches
Language (New words, slang, etc.) Schoolteaching Didactics School teaching Pedagogy Instruction Smiles SmileCiter ce document
Agnès Pétillat et al., « Face issues in second language teaching via videoconferencing: the role of smile as a co-verbal semiotic resource », HAL SHS (Sciences de l’Homme et de la Société), ID : 10670/1.b1b278...
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Résumé
Synchronous online language teaching involves the simultaneous employment of a range of techno-semio-pedagogical competences (Guichon, 2012). Indeed, given their flexibility and versatility, digital tools and the Internet can render teacher-student interactions dynamic. Among the necessary professional skills and strategies for online synchronous teaching, this paper focuses on the specific dimensions of affective competences and the social need to maintain a climate of comfort during one-to-one online tutoring interactions.We focus on a particular social phenomenon that is strongly linked to emotions - facework (Goffman, 1967). Applied to CALL, we analyse how this social practice unfolds in an interactional environment where the perception of the other is mediated by a videoconferencing platform. We noted four different types of facework triggering situations: lexical breakdowns, private anecdote tellings, overlaps and interruption of learner reflection time. Our multimodal analysis of facework reveals the frequent use of smile as a mimicry semiotic resource and highlights the phenomenon of interactional synchrony.
